• International Journal of Advanced Culture Technology
• /
• v.12 no.3
• /
• pp.80-87
• /
• 2024

The aims of this study were to introduce cultural teaching procedures and propose cultural comparison activities as a practical method of cultural learning. It also analyzed learners' attitudes toward cultural learning through the aforementioned activities and examined considerations for holding cultural classes in the future. The research involved conducting a class underlain by four stages: warm-up, a cultural item comparison activity, wrap-up, and opinion submission. Data were collected through self-opinion journals and open-ended questionnaires, after which they were qualitatively analyzed. The results showed that the learners were highly satisfied with cultural learning through cultural comparison activities (73.7%) because of the efficiency of such a learning method, opportunities for proactive learning through interaction, increased interest and motivation, and the fact that it helps them understand their own cultures. We need to develop activities that enable learners to participate in a variety of ways through the mutual exchange of opinions when planning cultural classes. Pedagogical implications for integrated language and cultural classes are provided.

• Journal of Engineering Education Research
• /
• v.17 no.2
• /
• pp.11-24
• /
• 2014

The purpose of this study is to develop a teaching-learning model of convergence project based on team teaching. Based on development research methodology which explored a university case, the teaching-learning model was developed including three phases such as preparation, planning, and implementation & evaluation. The preparation phase has three steps as follows: to organize team teaching faculty; to develop convergence projects cooperated by industry and university; and to design instructions based on supporting convergence projects. The last step of preparation phase consists of five design activities of: (1) instructions and teaching contents; (2) communication channel among faculty members; (3) feedback system on students' performance; (4) tools to support learners' activity; and (5) evaluation system. The planning phase has two steps to analyze learners and to introduce and modify instruction and themes of convergence projects. The implementation & evaluation phase includes five steps as bellow: (1) to organize project teams and match teams with faculty members; (2) to do team building and assign duties to students of a team; (3) to provide instruction and consulting to teams; (4) to help teams to conduct projects through creative problem solving; and (5) to design mid-term/final presentation and evaluation. Lastly, the research implications and limitations were discussed for future studies.

• Journal of Elementary Mathematics Education in Korea
• /
• v.15 no.3
• /
• pp.641-654
• /
• 2011

In order to grow students' rational and creative problem-solving ability which is one of the primary goals in mathematics education. students' proper understanding of mathematical concepts, principles, and rules must be backed up as its foundational basis. For the relevant teaching strategies. National Mathematics Curriculum advises that students should be allowed to discover and justify the concepts, principles, and rules by themselves not only through the concrete hands-on activities but also through inquiry-based activities based on the learning topics experienced from the diverse phenomena in their surroundings. Hereby, this paper, firstly, looks into both the meaning and the inductive reasoning process of mathematical principles and rules, secondly, suggest "learning through discovery teaching method" for the proper teaching of the mathematical principles and rules recommended by the National Curriculum, and, thirdly, examines the possible discovery-led teaching strategies using inductive methods with the related matters to be attended to.

• Journal of the Korean Chemical Society
• /
• v.67 no.6
• /
• pp.441-461
• /
• 2023

This study explore characteristics of teaching orientation and pck of science teachers in online-offline mixed learning environment. Data consisted of open-ended survey, semi-structured interview, class observation, field notes from 12 science teachers. We categorized teaching orientation considering both science education goals and science teaching·learning orientation. There were 8 different teaching orientations such as 'understanding science concepts-lecture centered' 'constructing science concepts-inquiry based' 'applying science concepts and inquiry-inquiry based' 'applying science concepts and inquiry-lectured centered' 'analyzing and judging science information-inquiry based' 'developing scientific attitude-inquiry based' 'developing scientific attitude-lecture centered' and 'developing perception of interrelationships among science, technology, and society-inquiry based'. Teachers with inquiry based teaching·learning orientation seemed to have knowledge of science curriculum specific to online learning environment for student inquiry. While teachers with 'understanding science concepts-lecture centered' teaching orientation appeared to have questioning strategy of checking student understanding and strategy of repeating a lecture, teachers with 'constructing science concepts-inquiry based' teaching orientation appeared to have knowledge of instructional strategies to perform online group activities targeting student construction of knowledge and to replace face-to-face group activities with virtual experiments and individual experiments. While teachers with 'understanding science concepts-lecture centered' teaching orientation did not show knowledge of student science learning, teachers with 'constructing science concepts-inquiry based' teaching orientation appeared to have knowledge of student difficulties in inquiry based learning.

• Journal of the Korean School Mathematics Society
• /
• v.24 no.4
• /
• pp.327-348
• /
• 2021

This study examines the effects of mathematics learning mentoring activities on mathematical knowledge for teaching (MKT) of pre-service mathematics teachers. We choose six pre-service mathematics teachers in the department of mathematics education at M University. The pre-service mathematics teachers conducted 1:1 mathematics learning mentoring for two hours at a times and twice a week for 15 weeks. The pre-service mathematics teachers submitted the mentor log, which recorded weekly learning and emotional observations. We collected the mentor log and the reflection log of pre-service mathematics teachers and the interviews with pre-service mathematics teachers. Based on the collected data, we analyzed the effects of MKT, the understanding of students, and pre-service mathematics teachers' introspection by mathematics learning mentoring. We obtained conclusions as follows. First, mathematics learning mentoring provides an opportunity for pre-service mathematics teachers to apply the theory of mathematical education to schools. Thus pre-service mathematics teachers express theoretical knowledge as practical knowledge. Second, mathematics learning mentoring helps pre-service mathematics teachers have the ability to understand students and provide opportunities to reflect on their attitudes as learners. Third, mathematics learning mentoring helps advance teaching activities by providing pre-service mathematics teachers with opportunities to reflect on their teaching activities. Finally, mathematics learning mentoring has positively influenced the change in pre-service mathematics teachers' beliefs and teaching intuition.

• Journal of Science Education
• /
• v.41 no.2
• /
• pp.213-225
• /
• 2017

Most students have difficulties and negative perceptions about physics learning. Especially, it is difficult to understand the whole context by learning based on logical-scientific thinking which excludes narrative thinking. This study aims to develop a storytelling teaching-learning method using the narrative thinking in physics lessons for improving the difficulty of students of physics learning, For this purpose, a storytelling teaching-learning method that can improve scientific attitude and understand and change the concepts was developed through literature research. The following results were confirmed its effects to apply high school students and middle school students. First, the teaching-learning method using the storytelling for high school students with low interest in learning had a significant effect in science-related occupation, interest in science and science-related activities, criticism, openness, cooperation, and spontaneity. Second, the middle school students who are active in learning recognized that teaching and learning methods using storytelling helped to understand physics concepts. The storytelling teaching-learning method developed through this study is expected to stimulate students' interest and motivation in physics and to be useful for learning concepts by improving their scientific thinking skills.

• English Language & Literature Teaching
• /
• v.7 no.1
• /
• pp.179-208
• /
• 2001

Using literary materials as resources for English learning rather than an object of literary study can be a genuine tool for the students to learn English in the form of oral and written communication. This case study treated the applications of a whole text to the overall course divided into pre-reading activities, while-reading activities, and post-reading activities and the applications of some partial passages extracted from various texts to teaching objectives with many levels of difficulty. This study found that literary texts could be good materials to teach the target language in EFL setting. The English-speaking students with little linguistic competence as a foreign language may be limited in learning English at first, but soon they can accelerate their linguistic competence by reinforcing the literary competence through the literary texts. To achieve effectively a desired goal through the use of literary texts as resources for language development several concrete techniques should be introduced: teacher-guided question strategies laying a central emphasis on the text itself, a problem-solving ability through student-centered activities, process-based and open-ended activities should be presented in a variety of ways using many appropriate activities according to teaching procedure with a careful selection of the texts.

• Korean Journal of Child Studies
• /
• v.22 no.4
• /
• pp.225-241
• /
• 2001

This study examines the effect that mathematics teaching efficacy has on teacher's mathematics education practices. Data was obtained from 220 kindergarten teachers who responded to the questionnaire, the mathematics teaching efficacy belief instrument (developed by Enochs). Among these 220 teachers, upper and lower 5 % of the teachers on mathematics teaching efficacy belief were chosen to identify the influence of mathematics teaching efficacy on mathematics activity style, teaching strategy, and teacher-child interaction. The results indicated that teacher's interest in math, previous participation in mathematics teaching method course mainly influenced mathematics teaching self-efficacy. Teachers with high mathematics teaching efficacy belief preferred providing mathematical learning activity than providing other learning areas. They employed effective mathematics teaching strategy such as high and medium cognitive distancing strategy and established positive teacher-child relationship. Implications for teacher education and professional development activities were discussed.

• School Mathematics
• /
• v.3 no.2
• /
• pp.355-372
• /
• 2001

The primary school mathematics emphasizes some activities such as visualizing figures, drawing figures and comparing figures from various angles. These activities could be undertaken throughout examination, experiments and exploration of the substantial materials. They could also be undertaken by using the objects found in a daily life informally. The 7th curriculum of mathematics reflects this trend and includes the systematized activities in teaching spatial sense in geometry. However, it still requires more researches on the teaching methodology of spatial sense and the conceptual analysis of spatial sense. In this study, the concept of spatial sense is analyzed and Mackim's 3-levels teaching methodology and Bruner's EIS theory and suggestions are reviewed as a possible teaching methodology of spatial tasks. As a conclusion, this study suggests a teaching-learning methodology of spatial tasks at the levels of 2-GA and 3-Ga of the 7th curriculum of mathematics.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.12
• /
• pp.780-788
• /
• 2019

This study is intended to analyze flipped classroom learning activities, which have recently been spotlighted as a learner-centered teaching method in universities, from the perspective of cultural and historical activity theory. A survey and some participation observations were conducted with one professor and the students who participated in Educational Methods and Technology courses at A university. The components of the flipped classroom learning activities were analyzed based on the model of the activity system, and contradictions that appeared in the interactions between components were analyzed. Four implications were proposed for a more advanced flipped classroom learning activity system: the professor's and the learners' true identity recognition and role performance, strengthening the organic link between online and offline activities, support for alleviating the burden of teaching and learning preparation, and readjusting the system to support its smooth operation.